SUMMATIVE ASSESSMENT AS A CONTEXT FOR DEVELOPING STUDENTS’ CRITICAL THINKING COMPETENCE: THE PROBLEM DIMENSION
DOI:
https://doi.org/10.47390/SPR1342V6I4Y2026N48Ключевые слова:
summative assessment, critical thinking, competence, pedagogy, school education, assessment criteria, feedback, higher-order thinking.Аннотация
The article examines why the development of critical thinking becomes difficult under summative
assessment conditions. Through theoretical analysis, the paper identifies contradictions between control,
measurement, reasoning, and feedback, and formulates pedagogical conditions under which summative
assessment can support, rather than suppress, higher-order thinking.
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